Voces y Silencios. Revista Latinoamericana de Educación

Voces silec. rev. latinoam. educ. | eISSN 2215-8421

Pesquisa em ensino de vocabulário pré-escolar em contextos de risco socioeconômico: uma revisão da literatura

No. 1 (2020-03-01)
  • Paulina Pizarro Laborda
    1Universidad Diego Portales, Santiago, Chile (paulina.pizarro@udp.cl) ORCID ID: 0000-0002-8360-2845
  • Victoria Espinoza Velasco
    2Pontificia Universidad Católica de Chile, Santiago, Chile (victoriaespinoza@uc.cl) ORCID ID: 0000-0001-9462-1139
  • Angélica Riquelme Arredondo
    3Universidad Católica Silva Henríquez, Santiago, Chile (ariquelme@ucsh.cl) ORCID ID: 0000-0003-2007-5600

Resumo

Esta revisão da literatura analisa 32 artigos científicos sobre práticas de vocabulário em alunos da pré-escola em contextos de vulnerabilidade socioeconômica. Em uma pesquisa na base de dados da Web of Science e por “bola de neve”, procurou-se responder a três perguntas: o nível inicial de vocabulário das crianças da pré-escola têm impacto no seu vocabulário, ao ser exposto a práticas de aquisição de vocabulário?; como se tem avaliado o léxico das crianças da préescola?; e, por último, tem sido estudado o efeito da frequência do uso de palavras novas e seu impacto no vocabulário das crianças da pré-escola? Os resultados mostram que o nível de vocabulário inicial das crianças da pré-escola teria um impacto em seu nível final de vocabulário, assim como este tem múltiplas facetas em avaliação. Finalmente, a frequência de ensino de uma palavra ocorre, pelo menos, mediante uma leitura de contos, em conjunto com algumas práticas explícitas de aquisição de vocabulário.

Palavras-chave: avaliação de vocabulário, frequência de vocabulário, aquisição de vocabulário, vocabulário inicial, vocabulário de crianças

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